Summary

Often described as the Bible of the instructional design field. Covers the fundamentals of instructional design and helps the reader learn the concepts and procedures for designing, developing, and formatively evaluating instruction. Paper. DLC: Instructional systems.

Table of Contents

Preface

p. xvii

To the Instructor

p. xxi

Introduction to Instructional Design

p. 2

The Dick and Carey Systems Approach Model for Designing Instruction

p. 2

Components of the Systems Approach Model

p. 6

Assess Needs to Identify Goal(s)

p. 6

Conduct Instructional Analysis

p. 6

Analyze Learners and Contexts

p. 7

Write Performance Objectives

p. 7

Develop Assessment Instruments

p. 7

Develop Instructional Strategy

p. 7

Develop and Select Instructional Materials

p. 7

Design and Conduct the Formative Evaluation of Instruction

p. 8

Revise Instruction

p. 8

Design and Conduct Summative Evaluation

p. 8

Using the Systems Approach Model

p. 9

What Are the Basic Components of Systematically Designed Instruction?

p. 9

For Which Instructional Delivery System Is the Systems Approach Appropriate?

p. 10

Does the Use of the Systems Approach Imply that All Instruction Will Be Individualized?

p. 10

Why Use the Systems Approach?

p. 11

Who Should Use the Systems Approach?

p. 12

Assessing Needs to Identify Instructional Goal(s)

p. 16

Concepts

p. 19

Performance Analysis

p. 19

Clarifying Instructional Goals

p. 22

Learners, Context, and Tools

p. 22

Criteria for Establishing Instructional Goals

p. 23

Examples

p. 25

Leading Group Discussions

p. 25

Needs Assessment

p. 25

Clarifying the Instructional Goal

p. 25

Criteria for Establishing Instructional Goals

p. 26

Providing Customer Service

p. 27

Conducting a Goal Analysis

p. 36

Concepts

p. 38

Verbal Information

p. 39

Intellectual Skills

p. 39

Psychomotor Skills

p. 40

Attitudes

p. 40

Goal Analysis Procedures

p. 42

Analysis of Substeps

p. 45

More Suggestions for Identifying Steps within a Goal

p. 46

Examples

p. 47

Intellectual Skills Goals

p. 48

Psychomotor Skills Goals

p. 49

Attitudinal Goals

p. 49

Verbal Information Goals

p. 51

Typical First Approach to Goal Analysis

p. 51

Identifying Subordinate Skills and Entry Behaviors

p. 58

Concepts

p. 60

Hierarchical Approach

p. 60

Cluster Analysis

p. 65

Subordinate Skills Analysis Techniques for Attitude Goals

p. 66

Combining Instructional Analysis Techniques

p. 67

Instructional Analysis Diagrams

p. 68

Entry Behaviors

p. 70

The Tentativeness of Entry Behaviors

p. 73

Examples

p. 74

Hierarchical Analysis of an Intellectual Skill

p. 74

Topic

p. 74

Instructional Goal

p. 74

Cluster Analysis for Verbal Information Subordinate Skills

p. 76

Topic

p. 76

Subordinate Skills

p. 76

Subordinate Skills Analysis of an Additional Goal That Requires Both Intellectual Skills and Verbal Information